Teachers are risk takers when it comes to trying new or different strategies with their students.
Teachers share ideas with other teachers without being asked to.
Teachers advocate for all students to be exposed to a rich curriculum... not just the "smart" ones.
SIOP Leaders within the schools
Golden Leaf Grant Project - IT Literacy - Level 3 Teacher Leaders
Teachers who serve on summer curriculum development groups
CCSS/ES Leaders for each school
Department Chairs
Standard 2 -
Environment and Diverse Populations
Teachers use Cooperative Learning Structures to facilitate a collaborative and supportive environment for students of all levels. All students are meaningfully and actively engaged in lesson activities.
Kagan Cooperative Learning was provided to SIOP Teacher Leaders in November of 2010.
Teachers who plan and teach using Revised Bloom's
Differentiation of Instruction
Standard 3 -
Teachers Know Content
Teachers demonstrate their deep knowledge of the content and they know how students learn best. They plan activities that engage students in "doing" instead of just listening.
Teachers actively participate in PLCs focused on specific content that they teach.
Golden Leaf Project - 21st Century IT Literacy Grant - Math Focused PLCs with DPI and ECU.
Summer Curriculum Institute Participants
Teachers who plan and teach using UBD
Standard 4 -
Teachers Facilitate Learning
Teachers use SIOP Strategies to make content more comprehensible for students of all levels.
Teachers actively using Kagan Structures.
Teachers who use Kagan
Teachers who use SIOP, Bloom's, KUDs, UBD
Use of Habits of Mind
Teachers who infuse technology
Standard 5 -
Reflection
Teachers write in journals and within lesson plans to reflect on lessons. Teachers complete checklists about their practice.
Teachers blog about content they teach.
National Board
*
Standard 6 -
Teachers Contribute to the Academic Success of Students
Teachers will be evaluated as effective, highly effective or in need of improvement based on ratings on the previous five standards and a three-year rolling average of growth on assessments of the standards through the end-of-grade and end-of-course exams, VoCats exams or the new Measures of Student Learning (Common Exams) currently being developed.
Students will be expected to have met a year's worth of academic growth and teachers rated proficient or higher on all standards for teachers to attain the effective rating.
To be rated highly effective - students must exceed annual growth targets based on a three-year average and be rated accomplished or higher on the remaining five standards.
Teachers who attain below proficient on any of the standards, including those whose students fail to eet growth standards on average over a three-year period, will be rated as in need of improvement. The three-year average is being used instead of a single year because the three-year average is a more reliable estimate of a teacher's contribution to the academic success of students.
North Carolina Professional Teaching Standards
Tools and Additional Resources to Support Teacher Evaluation Process
Standard
What might it look like?
Additional Notes
Teachers Demonstrate Leadership
Teachers share ideas with other teachers without being asked to.
Teachers advocate for all students to be exposed to a rich curriculum... not just the "smart" ones.
Environment and Diverse Populations
Teachers Know Content
Teachers actively participate in PLCs focused on specific content that they teach.
Teachers Facilitate Learning
Teachers actively using Kagan Structures.
Reflection
Teachers blog about content they teach.
- National Board
*Teachers Contribute to the Academic Success of Students
To be rated highly effective - students must exceed annual growth targets based on a three-year average and be rated accomplished or higher on the remaining five standards.
Teachers who attain below proficient on any of the standards, including those whose students fail to eet growth standards on average over a three-year period, will be rated as in need of improvement. The three-year average is being used instead of a single year because the three-year average is a more reliable estimate of a teacher's contribution to the academic success of students.